Constructing and Consolidating of Algebraic Knowledge within Dyadic Processes: A Case Study

Autor/inn/en	Tabach, Michal; Hershkowitz, Rina; Schwarz, Baruch
Titel	Constructing and Consolidating of Algebraic Knowledge within Dyadic Processes: A Case Study
Quelle	In: Educational Studies in Mathematics, 63 (2006) 3, S.235-258 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-005-9012-2
Schlagwörter	Knowledge Level; Peer Relationship; Concept Formation; Cooperative Learning; Interpersonal Communication; Learning Strategies; Classroom Environment; Mathematical Concepts; Mathematics; Computer Software; Case Studies + Suchen Sie Ihr Suchwort? Wissensbasis; Peer-Beziehungen; Concept learning; Begriffsbildung; Kooperatives Lernen; Interpersonale Kommunikation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Klassenklima; Unterrichtsklima; Mathematik; Case study; Fallstudie; Case Study
Abstract	Studies of knowledge constructing often focus on the analysis of a single episode, without considering enough the history of the learners, or the future learners' trajectories with regard to the concepts learned. This paper presents an example of knowledge constructing within the context of peer learning. We show how the design of the task and the tools available to the students afford the constructing of conceptual knowledge (the phenomenon of exponential growth and variation, as it is expressed in its numerical and graphical representations). We trace the constructing of knowledge through a series of dyadic sessions for a few months in a classroom environment. We show that knowledge is constructed cumulatively, each activity allowing for the consolidating of previous constructs. This pattern indicates the nature of the processes involved: knowledge constructing and consolidating are dialectical processes, developing over time, when new constructs stem from old ones already consolidated, which gain consolidation through the new construction, creating a new abstract entity. We also discuss the potential of the tool the students used (a spreadsheet program) to such processes of learning mathematics. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10